Connecting the graphic novel American Born Chinese to the Chinese-American
Experience as described in Driven Out
One Week Unit
Lowell Public Schools
Lowell High School
May 30, 2009
ELL US History II- Reconstruction to the Present – Grade 11 and 12
This lesson assumes students have already read American Born Chinese by Gene
Luen Yang and have developed an appreciation of the themes in the novel.
Students in these classes are limited English proficiency. They have minimal background in US History. In addition, language is as an important component in the class as content knowledge.
Massachusetts History and Social Science Curriculum Frameworks and Standards:
US History II
USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, (H)
Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America.
Massachusetts Benchmarks and Outcomes for English Language Learners
Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (
Academic Interaction: Students will comprehend and communicate orally, using spoken
English to participate in academic settings.
Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail
• Analysis of primary and secondary sources.
Students will use primary and secondary sources, especially drawings and photos
• An understanding of bias and points of view.
Students will recognize bias and point of view in cartoons and drawings.
Photos will be examined critically and questions such as ‘who took this photo?’ ‘What is not in the photo?’ and ‘why was this photo taken?’ will be used to deepen discussion.

• Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of values of that time.
To fully understand the discrimination against Chinese, the class will also discuss attitudes, misconceptions, and knowledge-base of people living during the time period.
Essential Questions:
1) Why were Chinese and other Asian immigrants targets of discrimination in
California during the late 1800s?
2) How did Chinese resist (use agency) discrimination?
3) How do stereotyping and perceptions of the other as exemplified in the novel
American Born Chinese relate to the real life discrimination experienced by
Chinese immigrants to the United States?
Learning Objectives:
Content:
1) Students will analyze primary source documents (especially visuals) to understand American perception and depiction of Chinese immigrants.
2) After reading sections of Driven Out, students will be able to explain 2-3 reasons for anti-Chinese sentiment and actions in the US in the late 18 th
century.
3) Students will be able to describe stereotypes of Chinese Americans that led to anti-Chinese actions in the United States.
4) Students will identify and give examples of Chinese resistance and agency during this period.
5) Students will use accountable discussion to discover lingering effects of anti-
Chinese sentiment today.
Language:
1) Students will use analysis techniques (objective and subjective analysis) to write a clear description of a cartoon, photo, or drawing.
2) Students will write using character’s voice to give character’s point of view about time period.
3) Students will learn and use relevant vocabulary.
4) Students will continue to practice divided page note-taking.
5) Students will practice academic discussion protocol to participate in academic discussion
Day 1:
Essential Questions :
Why did the Chinese come to the United States?
What were some of the reactions of Americans to the Chinese immigrants?
Why were Chinese a target of discrimination in the US?
Learning Activity:

Students will be given background information (note taking) on immigrant experience of
Chinese Americans in the 1800s including vocabulary.
1.
Gold mountain
2.
Angel Island
3.
Gold rush (review)
4.
Pogrom
5.
Lynching
6.
Chinese Exclusion Act
7.
Mob (review)
8.
Anti-miscegenation
9.
discrimination (review)
10.
stereotype (review)
11.
Round-up
12.
purge
13.
resistance
Note taking method : Students will be asked to use the divided page method of note taking. The notebook page is folded down the middle vertically. Students take notes on right-hand side of page. After S finish taking notes, they go back and highlight key ideas and new vocabulary. After on the other side of the page S can ask a question about notes
(lower level) or write a summary sentence or key idea (more advanced proficiency).
Homework: Review notes, prepare for 5 minute quiz on Day 2
Day 2:
Quiz: (formative assessment) 5-10 minutes
1. What is one reason the Chinese came to the US?
2. How did some Americans react to Chinese immigration?
3. Why were Chinese discriminated against?
Key vocab for quiz: economic, purge, round-up, discrimination, pogrom, stereotype
Essential Questions: How were pictures/cartoons used to depict Asians, promote stereotypes and encourage discrimination?
Learning Activities:
Analyzing pictures – Using projected image or handouts students are shown a drawing from Driven Out. (Model objective and subjective analysis in whole group – see method below)
Students are given vocabulary words to describe location:
1. background
2. foreground
3. On the right, on the left, in the center

In groups, students are given a packet of photos/drawings and asked to choose one to analyze using same objective/subjective analysis technique.
Method: Using objective and subjective analysis. First students are shown a photo/drawing/painting and asked to say what they see without any opinion. For example: I see 3 people, one is Asian and wearing a kimono, one is black, he is wearing a suit that is too big for him, one man is old…Teacher supplies vocabulary as needed and keeps a written record of what students see. Next, students are asked for opinions about the picture. For example, students might say ‘the artist is making the people look ugly, or he is making fun of their culture’. This activity is very effective. It gives students the time to truly study the picture and time to notice the details. When working with a group, it is interesting to see how certain people notice things that others will say they did not see.
The opinions of the message of the picture become much more sophisticated after the initial objective activity.
Day 3: Assessment – Compare and Contrast – Choose one of the drawings or photographs from packet (all from book, Driven Out). (Due following day)
Instructions:
1. Pick 1 photo or picture
2. Describe using techniques of objective analysis. Use location words: on the left, in the foreground
3. Give message of picture/photos using subjective analysis (what is the artist telling the observer?)
4. What stereotypes of Chinese are exemplified in these pictures?
Rubric for Writing Assignment
Student Name: ________________________________________
4 3 2 1 -
CATEGORY Above Standards Meets Standards Approaching Standards Below Standards Score
Objective
Analysis
Lists what is seen Lists what is in photo, uses location words, seen in picture, uses location such 'in the right corner' or in the background'.
Uses details in description. words sometimes, description not as complete
Lists what is seen in the minimal list, no picture, uses location words infrequently location words
Subjective analysis
Explains artist's intent using evidence from picture, clear and logical explanation
Explains artists intent, but doesn't use evidence from picture
Does not offer a reasonable explanation of artist's intent
Minimal effort, no explanation

Capitalization You make no
&
Punctuation errors in capitalization or punctuation
You make 1-2 errors in capitalization or punctuation
Author makes a few errors in capitalization and/or punctuation
Author makes several errors in capitalization and/or punctuation
Day 4-5:
Essential Questions:
What happened as a result of American’s perceptions of Chinese immigrants?
Learning Activity:
Read one section of Driven Out (for example pp. 287-289, Years: 1887-1890) describing anti-Chinese actions. Discussion: What were some of the reasons for these actions? How did the pictures that you wrote about contribute to these actions?
Read one section of Driven Out (for example pp. 289-290, Years: 1887-1890) How did the Chinese react to discrimination? What did they use as weapons to fight the discrimination they faced?
Method: This reading is at a high level for these students. We will read aloud and discuss passages.
Final Assessment
: Choose one of the characters in the novel ABC and in the character’s voice, write a one page reaction to the discrimination faced by the Chinese in the late
1800s.
This reaction paper must include:
1.
A statement of the problem, including examples of the types of discrimination faced by the Chinese. (example of a purge, pogrom, or other)
2.
An explanation for this discrimination. (economic, racial)
3.
A suggestion of agency; how would this character resist discrimination.
Grading Rubric:
Student Name: ________________________________________
4 3 2 1 -
CATEGORY Above Standards Meets Standards Approaching Standards Below Standards Score
Statement of
Problem
Problem is stated clearly. Two example of discrimination faced by Chinese are given.
Problem is stated Problem is stated, but clearly. One example is not clear or example is given relevant
Minimal information given

Cause of Both economic discrimination and racial causes of discrimination are explained clearly and with examples
Cause is explained, but without example or with less detail
Cause is given with little explanation
Agency You explain from You explain the character's from the point of view an act of resistance or agency. This act makes sense for the character in the story. character's point of view an act of resistance or agency. This act makes is not as clear for the character in the story. Lacks clear understanding of character.
A suggestion for resistance is given but does not relate to character in the story.
Minimal reasons given for discrimination no suggestion for resistance
Grammar &
Spelling
Author makes no errors in grammar or spelling that distract the reader from the content.
Author makes 3-
4 errors in grammar or spelling -distract the reader from the content.
Paper can be resubmitted.
Author makes 5-6 errors in grammar or
Spelling and grammar make spelling that distract the reader from the content. paper very difficult to
Paper can be resubmitted understand.
Paper can be resubmitted
Materials:
Driven Out On pages 256-290 are several photos, pictures and cartoons that can be used for this unit. In addition, many web sites give poems, pictures and drawings that can also be used. Two useful websites are listed below: http://www.cetel.org/angel_poetry.html
http://lcweb2.loc.gov/ammem/award99/cubhtml/cichome.html
American Born Chinese by Gene Luen Yang
This award winning graphic novel is accessible for students of all reading levels. The story is exciting and humorous, with very teenage-friendly themes.
Sources for Unit Plan http://www.historians.org/teaching/policy/benchmarks.htm
http://www.facinghistory.org